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Technology has enabled educators with a new pedagogy of teaching, the flipped classroom.  Without our current access to Web 2.0 technological tools this way of learning would not exist.

While the Flipped Classroom may be successful in replacing traditional lecture style secondary and post secondary Science and Math classrooms, it is important to note that it may not be suitable for all grades and subjects.

This section will highlight some challenges to implementing a Flipped Classroom.

These are some of the Challenges of a Flipped Classroom

Overall Considerations:

 

  • Not all lessons need to be flipped.

    • Try flipping a topic that students may be struggling with.  Then review it the next day.  Not every lesson needs to be flipped.

  •  Lessons need to be tailored for different age groups, and subjects.

    • Students of lower ages should have brief videos or simple graphics to view. 

    • It is sometimes difficult to find an already existing lesson online that tailors to the needs of your students.

  • Assessment- students may be on different levels or pace in the unit.  Tests or assessments may be administered at different times.

  • Social studies or English subjects may not always be suitable to flip.

    • These subjects usually encompass class and group discussion and are already delivered in an interactive approach to learning.

  • Students may be unmotivated

    • Students may not watch the videos at home, they may not take personal responsibility over their learning.

 

Figure 1: Shi-Chun, Ze- Tian Fu & Yi Wang (2014)

  • Lack of access and/or reliability of technology

  • Too much reliance on technology- It may further exclude students in the digital divide.

  • Decrease in teacher-student intimacy- more time in-front of screens rather than face to face interactions.

  • Teachers need training in technological tools and the methodology to support it.

  • Teachers must have a back up plan in case technology fails

  • There may be myths that technology can help improve learning however it is only the teacher who can improve learning.

Challenges Amongst Teachers

 

  • Access- Many schools do not have the access or resources to support all the students.

  • Time- is needed to learn new technologies and adapt lessons.

  • Technical support- timely on site support.

  • Teacher beliefs- all teachers have individual philosophies of education. Not all teachers will accept or support this method of teaching/ learning.

  • Teacher readiness- teachers need to be open to try something new and learn outside of their comfort zone.

  • Leadership- It is important for the administration of the school to be supportive.

Challenges with Technology

SECTIONS Framework

There are a lot of challenges to consider when flipping a classroom.  Bates and Pooles (2003) SECTIONS model creates a framework to help teachers better plan and achieve their technological goals in the classroom.

 

  • S : Students

    • ​​​       ​​​​​​​​​​How do students show their work? 

    •        Does it create a sense of community?

  • E : Ease of Use

    •        Do the teachers/ students need time to be trained using the technology?

    •        How much time will be needed?

  • C : Costs

    •       What are the monetary costs of implementing the technology?

    •       Are these software costs when signing up for certain programs?

  • T : Teaching & Learning

    •      Will students be engaged in the learning?

    •       Is the learning authentic?

    •      Does the technology support the curriculum outcomes?

  • I : Interactivity

    •       Does it allow and encourage student sharing and interaction?

  • O : Organizational Issues

    •      What technology support do you have at your school?

    •      What happens if the technology fails?

  • N : Novelty

    •      Is this a new way of teaching for you?

    •      Is this a new way of learning for your students?

  • S : Speed

    •     Is it easy to change and adapt lessons to tailor to your students' needs?

 

References

Bates, A. W,. & Poole, G. (2003). Effective teaching with technology in higher education: foundations For success. San Francisco: Jossey-Bass Publishers. 79-80.

 

Freeman, C., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching. 42 (5), p. 62-66. http://www.aacu.org/sites/default/files/files/PKAL_regional/CRWG-SPEE-REF-01.pdf

 

 

Shi-Chun Du, Ze-Tian Fu, & Yi Wang. (2014). The flipped classroom: advantages and disadvantages. Atlantis Press, p. 17- 20.
www.atlantis-press.com/php/download_paper.php?id=11721

 

 

Roehl, A., Reddy. S., & Shannon, G. (2013).  The flipped classroom: an opportunity to engage millennial students through active learning strategies.  Journal of Family & Consumer Sciences. 105 (2), p. 44 – 49.  www.trinitytoo.org/teachers/plescia/.../Engaging%20Millennials.pd

 

Sims, R. (1997, January 27). Instructional technology; Not just edutainment. Community College Week, p. 4.

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